Artificial Intelligence in Special Education: Assessing Teachers' Level of Use and Readiness at Tomas Sagun Integrated School, Pagadian City, Philippines

Abstract

The integration of Artificial Intelligence (AI) in special education presents transformative opportunities for inclusive and differentiated instruction. This study examined the level of use and readiness of teachers at Tomas Sagun Integrated School, Pagadian City, Philippines, in adopting AI tools within special education settings. Employing a descriptive-survey research design, the study gathered data from special education (SPED) teachers through a validated questionnaire assessing their awareness, frequency of AI tool use, perceived competence, and overall readiness to integrate AI in teaching learners with diverse needs. Findings revealed that while most teachers demonstrated a moderate level of readiness, actual use of AI-powered instructional tools remained limited, largely attributed to insufficient training, limited access to technology, and a lack of institutional support. Teachers expressed a positive disposition toward AI adoption but identified professional development and infrastructure improvement as critical enablers. The study underscores the need for targeted capacity-building programs, policy frameworks, and resource allocation to support AI integration in SPED classrooms. Recommendations are directed at school administrators, curriculum planners, and education policymakers to bridge the gap between readiness and actual AI utilization, ultimately enhancing the quality of education for learners with special needs.